ArticleBMC medical education2025
The relationship between digital literacy, perceived usefulness, and learning satisfaction among medical students in blended learning: the mediating role of learning engagement.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Development and validation of the intelligent digital learning student engagement influencing factor scale for medical students.International journal of nursing sciences · 2026Article
- Associations between AI literacy and learning engagement in smart classrooms: the chain mediating roles of self-efficacy and learning satisfaction.Frontiers in psychology · 2026Article
- Decoding digital transformation in health professions education: a comparative analysis of knowledge, attitudes, and readiness among faculty and students at KSAU-HS.Frontiers in digital health · 2026Article
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Authors and funding
4 authors.
Funding
Abstract
backgroundBlended learning is being increasingly adopted in higher education in China; however, ensuring high learning satisfaction remains a challenge. Understanding the interplay among students' technology perceptions, skills, and engagement is crucial for optimizing this mode of learning. This study investigated the structural relationships between perceived usefulness, digital literacy, learning engagement, and learning satisfaction among medical students in China.
methodA cross-sectional survey was conducted with 292 undergraduate medical students randomly selected from four universities in Guangxi, China. Data were analyzed using SPSS and partial least squares structural equation modeling (PLS-SEM).
resultsPerceived usefulness exerted an extremely strong direct effect on learning satisfaction and a moderate indirect effect through engagement. Digital literacy strongly predicted engagement and exhibited a small direct association with satisfaction. Engagement exerted a small to moderate effect on satisfaction and partially mediated both relationships. The model explains 73.1% of the variance in satisfaction. Importance-performance analysis showed that perceived usefulness was both highly important and well-performing, while digital literacy showed moderate importance but consistently high performance. Learning engagement showed relatively lower importance and performance.
conclusionPerceived usefulness is central to medical students' satisfaction with blended learning, whereas digital literacy contributes primarily to fostering stronger learning engagement. Targeted efforts to build students' digital competencies and demonstrate the academic and clinical value of blended courses may help improve blended medical education in comparable settings.
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